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HS Math Metacognitive Strategy Example

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How Your Brain's Executive Function Works

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How Your Brain's Executive Function Works

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How your brain's executive function works -- and how to improve it | Sabine Doebel

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What are executive functioning skills? What are examples of executive function skills? Learn about different executive skills, and the three areas of executive function.

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What Are Executive Function Skills?

Have you ever heard of executive function skills? They are an incredibly important set of skills we use every single day!

Beginning at a very young age, we apply this combination of skills to daily activities and situations, such as playing, learning, and socializing. Overall, they help us accomplish important things and reach new achievements.

Examples of ways we use executive functions skills:

.While playing peek-a-boo, babies know where an object is even if it can't be seen.

Children take turns and share with peers.

They learn to be okay with losing.

They follow directions from adults.

While socializing.

Baby learns to focus and pay attention to people as they talk.

They at first imitate others, then learn how to use gestures and expressions during communication.

Children learn to talk through issues with their friends and find a solution.

As they get older, they organize gatherings with their friends and follow-through with those plans.

At school.

Children manage their time properly in order to get assignments and tests done on time.

They pay attention to learn new things.

They keep handouts organized by subject so they can easily find the materials we need.

Executive Function: Know the Basics

When do we begin developing executive function skills?

Executive function skills begin developing when we are babies! We first start to use these skills at a very young age, possibly before our first birthday. Executive function skills become increasingly important in social and school settings, and continue to develop and change throughout our lives due to learning and life experiences.

Why do we need executive function skills?

Executive function is about functional skills. These are skills that help us with daily routines, school work, friendships, working, playing, etc. With executive function, we take what we know and find practical and important ways to use those skills.

For example, as a child we learn how a light switch works. Then, we apply that information to help us in a new situation or environment, such as knowing how to use a light switch in a different house, or how to figure out different types of switches. Using information we learned to solve problems is an important use of executive function skills.

What are some of the different areas of executive function skills?

There are many areas of executive function skills. Three of them are:

Working memory: This type of memory helps us remember and apply information to everyday activities, to put our memories to "work". An example of working memory would be remembering the rules of a game while playing that game.

Self-control: The ability to think about what to do before doing it, with control over our reaction. For example, self-control is at work when we raise our hand and wait to be called on before giving an answer.

Mental flexibility: The ability to switch efficiently between multiple subjects. This is a key skill set to participate in learning, play, and social environments that require problem solving, working with others, or trying new things. For example, mental flexibility is at work when we switch from recess to the classroom, and are able to appropriately function in both environments.

What do executive function skills help with?

Reading and applying what you learn

Getting to work or school on time

Completing a list of chores

Playing with friends and siblings

Cleaning your room

Cooking

Working with a group

Finishing a project

Asking for help when you need it

Checking over your homework before turning it in

Getting along with people even if you are upset

How can parents help develop and improve executive function skills?

Have predictable routines from a young age

Provide baby with age-appropriate toys and household items to play with and explore

As a baby, use imitation games such as clapping hands to build memory skills and teach baby how to copy you

As they grow older, continue to model the behavior that you would like to see in your children

Bring children along on errands

Let them try new things and complete tasks to help build confidence

Acknowledge good behavior

Talk through steps of an activity

Provide opportunities for free, creative play and problem solving

Executive Function Activities

Keeping every age active and using their executive function skills

Keep exercising your child's executive function skills using these everyday tasks.

What to Watch For

How to know if your child is struggling with executive function

Potential signs and risk factors of executive function issues in children include:

General delays in motor, cognitive, or communication development

Significant differences in responses to sensory experiences, e.g. too sensitive or not sensitive enough

Becomes easily frustrated and struggles to manage emotions or is not easily calmed as a baby

Has rigid routines and dislikes change

Struggles to make adjustments after getting used to doing something a certain way

Has difficulty completing simple, age-appropriate tasks

Difficulty with age-appropriate social interactions

Struggles to participate in age-appropriate play

Needs more help with tasks than other children his or her age

Struggles with time management

Difficulty starting task on their own

Disorganized

Difficulty using and applying information from memory

Forgets rules easily

Difficulty planning and completing projects

Appears impulsive

Poor emotional control

Struggles with open ended tasks

Executive Function skills are learned skills. With practice and a little help, all children can improve their executive functions. Practice makes better!

If you feel your child is struggling, talk to your healthcare provider. It's important to remember executive function skills use a combination of motor, sensory, and communication skills, so talk to your healthcare provider if you notice delays in any of those areas.

There are pediatric specialists who may be able to help your child with executive function including:

Physical Therapists: Strive to make every session fun, while working on improving strength, flexibility, range of motion, posture, balance, and movement patterns. If your child has difficulty in any of these areas, talk with your child's healthcare providers about the impact physical limitations can have on executive function development, and to see a physical therapist to address these issues.

Occupational Therapists: Help children master daily life skills by helping them strengthen the physical, cognitive, and sensory skills required to achieve every day activities. Occupational therapists address underlying skill limitations while providing adaptive strategies to help children perform daily tasks as independently as possible, which in turn helps children further build their skills and confidence.

Speech-Language Pathologists: Work to give children the tools to communicate effectively. Children may feel stressed or anxious if they are unable to express their feelings. Speech-language pathologists aim to improve a child's ability to use verbal and non-verbal communication, and engage in meaningful learning and social activities.

Developmental and Behavioral Pediatricians: Address developmental delays and disabilities, attention and behavioral issues, regulatory and habit disorders, and anxiety and stress management.

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Learn the Basics of Executive Function | Free Resources

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Executive function skills are important skills that we use everyday. Learn about how you can help your child develop & improve executive function skills.

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5 common myths about executive function challenges

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There are many misconceptions about executive function challenges, including whether executive function challenges are real. Here are five myths about executive function and the facts to debunk them.

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Thinking Routines

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Visible Thinking is a flexible and systematic research-based conceptual framework, which aims to integrate the development of students' thinking with content learning across subject matters.

Visible Thinking began as an initiative to develop a research-based approach to teaching thinking dispositions. The approach emphasized three core practices: thinking routines, the documentation of student thinking, and reflective professional practice. It was originally developed at Lemshaga Akademi in Sweden as part of the Innovating with Intelligence project, and focused on developing students' thinking dispositions in such areas as truth-seeking, understanding, fairness, and imagination. It has since expanded its focus to include an emphasis on thinking through art and the role of cultural forces and has informed the development of other Project Zero Visible Thinking initiatives, including Artful Thinking, and Cultures of Thinking.

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Visible Thinking is a flexible and systematic research-based conceptual framework, which aims to integrate the development of students' thinking with content learning across subject matters. Visible Thinking began as an initiative to develop a research-based approach to teaching thinking dispositions. The approach emphasized three core practices: thinking routines, the documentation of student thinking, and reflective professional practice.

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Support EF_SR to Engage Today's Learners Choice Board 2024

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Encouraging students to set goals for themselves-the first phase of self-regulated learning-helps them develop a growth mindset.

"Setting goals is the first step in turning the invisible into the visible." -Tony Robbins

Many students may not necessarily have the tools to set academic goals and lack strategies to enact change and work toward those goals. Teachers can provide structure to help students set academic goals that are realistic and appropriate as well as achievable. It is important to note that goal setting is not just an activity for the beginning of the school year, but an ongoing process.

It personalizes the learning process based on their needs.

It creates intention and motivation that empowers students.

It establishes accountability to shift responsibility to students.

It provides a foundation for students to advocate for their needs.

Setting academic goals is the first phase of self-regulated learning. Irrespective of the model proposed by leading researchers such as Barry Zimmerman, self-regulated learning always begins with a goal-planning phase. Goal setting is an essential component for growth and development in our students for several reasons:

Goal setting can be done at any age-as long as it is age appropriate. Teaching the skill of goal setting coupled with reflecting and revising goals can give students the self-regulated learning tools for a growth mindset toward academic development.

With students as young as kindergarten, more scaffolding is needed. At the beginning of each day, students can select an emoji or picture that represents some action from a predetermined list of possible options. If teaching virtually, students can do this at the beginning of the session. If teaching in person, students can perhaps tape their goal to their desk or table area or perhaps a chart displayed in the classroom. The class can spend a few moments discussing goals and what actions they can do to achieve those goals. Teachers can invite other students to make suggestions for their peers. At the end of the day, allow students to rate themselves with stars and to think about how they could do things differently for the next day.

Upper Elementary and Middle School

For students who are slightly older and able to write, an excellent way to develop the habit of creating, planning, and reflecting on goals can be done through the use of short-term daily goals using sticky notes. At the beginning of the day, students take a few minutes to imagine some task, behavior, or skill they want to focus their intentions on for that specific day. Let the students keep the notes somewhere visible, so they can refer back to the goal throughout the day. Include class conversations with either a partner, a small group, or the whole class at the beginning and end of the day. Focus on the achievement of the goal, but suggest growth mindset strategies to focus on the wins as well as necessary changes for further improvement.

What do you think about the choices in goals for the week? (Were they realistic and appropriate? Were they the most needed for growth at this time?)

How did you progress toward your goals? (Did you have clear, actionable steps?)

What were some of the wins for the week?

What are some ways you can continue to improve on your development of these goals?

Once students have more advanced writing skills, it may be useful for them to keep a chart or table of their goals in a logbook. Students record in the morning, not only the goals but an action plan, and then reflect on strategies for improvement at the end of the day. At the end of each week, allow students time to reflect on their goals for the next week with structured prompts such as the following:

While a logbook is functional, it can be a more motivating experience to allow students to engage in creativity and personalization. Allow them to have fun with the process and create a goal journey map. They identify a goal, which is the end of the map. They also identify different benchmarks or steps to complete along the path or journey toward that goal. Students then have a visual representation of the progress of their journey.

High School

For high school students, l use a reflection sheet after each unit or chapter to create a regular habit of revisiting goals. Ask students the following questions:

What are some areas that you can improve upon? What are some areas that need more attention or focus? What could you do differently?

What specific and concrete actions can you do?

How can you advocate for yourself? In other words, how can your teacher, your peers, or others guide you toward your goal?

What were the wins for this chapter or unit? In other words, what things did you do well or what areas did you improve?

I always begin new units with an independent work day or two. During this time, the students are working on their reading skills, while I conference with their classmates independently.

Goal setting can help with classroom management and academic performance. It allows students to become more aware of expectations and concrete methods to achieve an outcome. It scaffolds the process, making it more manageable. With goal setting that is reflective and iterative, students establish a growth mindset as they engage in monitoring of their progress and reflecting on it as outlined by Zimmerman and Dale Schunk.

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Encouraging students to set goals for themselves-the first phase of self-regulated learning-helps them develop a growth mindset.

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brain science

This post is written by Charrell Coleman, author, blog content creator, educator, presenter of Student Engagement and Executive Functioning Matters, book junkie, self help/care enthusiast, mother & calligraphist. You can follow her on Twitter, Facebook and Instagram @heartucator. Check out her blog at teachyourheartoutcon.com/blog.

Have you ever wondered why students with learning or behavior issues in school perform better in some classes, poorly in others and inconsistent in others? Typically if this is the case in elementary school for a student, it only worsens by secondary level.

Executive function profiles are not equally problematic in different settings. Research shows that students with developmental executive function weakness generally require far greater adult supervision than their developing peers across grade levels. (Barkley, 1997, 2006). Therefore these students need strategies that move them to the front of the class. We want to assure these students are not left behind!

Skills that help students with organization, homework completion, time management, and impulse control are executive functioning skills. Although the ultimate goal is for students to learn how to complete tasks independently, teaching and modeling strategies will help students move towards independence rather than forcing them to use skills they don't yet have.

7 strategies for students who struggle with executive functioning

Giving students an "artificial frontal lobe" is almost like giving the brain a booster or a head start in the learning process. Consider these strategies as adding artificial flavoring to make it just the right taste of learning!

Give one-on -one instruction after group or whole group lesson

Provide guided practice as you teach the lesson

Start homework in class so that students can ask any questions. During this time, the teacher will demonstrate the expectation of the homework task.

Use a project planning form for long term projects

Sit with students to plan out time projected for each task-

Post visual reminders in students' immediate sight, whether it is on their desk, on the wall, or the board

This includes writing strategies, reading strategies, math formulas.

Social Mentoring: A trained adult provides the students with severe executive deficits with an adult or more socially skilled peer for specific periods of the day to serve as their social coach.

Be clear about when tasks are due by listing dates on the school's LMS and class page.

At the beginning of each month, have students write dates on a monthly calendar of any assessment or due date you will require

Teach the material to the whole group/small group, pause to discuss, allowing collaboration and discussion to emphasize the importance of students' voice

Have a visual representation of the material you may be teaching on the board or an anchor chart when possible

When reading stories or novels, have an auditory version for students to follow along if needed (Learning Ally, TeacherTube, Youtube, SOAR, or any other resources.

Check to see if websites have an immersive reader feature

When teaching vocabulary, have students act out the words using the pantomime game or play Win Lose or Draw for student engagement. Follow up with a writing activity as an application exercise.

Build student comprehension of a text read aloud to the class by stopping at every page or two to have fast-paced role-playing, discuss the critical plots for element story elements of that story, and also have students discuss with a partner or partners

Provide students with comprehension questions to the answer before they read the question and then stop to explicitly discuss the answers and questions as a group or as a whole

Have students track how much time it takes them to complete a task completely undisturbed by using a timer or an app like RescueTime, then write their start and finish time. (This means multitasking is off the table.)

Model pre-reading strategies. For example, read an article from Newsela, your local newspaper, etc. Afterward, organize and summarize information by using a KWL chart.

Explicitly model the writing process using expert, proficient, and novice-level writing samples.

Use the HEAR strategy to organize and sequence students' thoughts while writing.

You might hear students say things like, "I can't keep all my thoughts in my head" or " everything you're saying is just too much, and it makes my head hurt." These are signs of memory overload.

Here are a few valuable tools:

Encourage students to use sticky notes to remember tasks in each class to avoid memory overload by the end of the day. Transfer this information to one centralized place before the midpoint in their day if possible.

Use apps like Forest to avoid distractions while working on a task.

Break tasks into smaller tasks. For example, when writing, have students start with the pre-write process. Pause and conference with students before beginning the planning and outlining process.

Use rubrics and checklists in all writing tasks for a visual. Now turn these rubrics or checklists into your grading rubric as a time saver!

The stronger your working memory, the less your brain has to work. This can make room for more brain power when encountering new challenges. Russell Barkley calls our working memory our brain's GPS.

Use guided oral reading practice exercises. Many students with executive function skills find reading boring and laborious.

Use writing templates, math templates, reading diagrams throughout the year.

Present new skills in a spiraling manner. Keep reviewing skills.

Do role-playing and demonstrations of class rules once a week.

Kiss your brain with consistency! The brain loves predictability!

When students enter your learning space, always have a calendar with upcoming assessments and due dates of an assigned task.

Set aside the same day each week to plan out the week on their digital or paper calendar (including students' extracurricular activities and family events). This will look different for each student. I create a Google Calendar for the class and share it with them to edit their calendars. Students add their extracurricular and family events to this calendar.

At the beginning of the year, develop a homework and project turn-in (this includes where things are physically turned in). Try to stick to this and not tweak this too much. Keep the same routines so that students know where to find things.

Try to arrange for your test to be on a specific day of the week if possible. From a school-wide approach, this looks like :

Have the schedule for the day printed on the board when students walk in each day

Develop classroom-wide organizational systems such as English items on blue paper, Math items on white paper, reading on lavender paper

Keep binder dividers in sync with color coding and in a specific order school-wide.

Use the same heading for papers school-wide. i.e. Decide if students need a Name, Date, Class Sec, and Topic and whether this should be on the left or right side of the paper.

Perform binder checks so that students know that the organization of the binder is essential.

Open up class with check-ins. Take time to ask each student how they are Arriving at class. I created my own set of emojipresssions, google slides and use online resources.

While students are working on a task, play calming music with interactive backgrounds on a projection board when possible help to set the mood for learning and settles the nervous system

Practice simple meditation. It is one of the most effective ways to access the use of your executive functions. This helps students who need assistance with self-awareness and stabilizes the nervous system. Calm App and Headspace App have many features for the classroom.

Use mindfulness techniques. You can find yoga and tai chi quick exercises on YouTube when you notice students need to self-regulate.

Allow Brain Breaks. Students enjoy having dance parties to rejuvenate the dendrites in the brain. GoNoodle has a variety to choose from.

Allow students to share in your mistakes and challenges. Say aloud to them that you have made a mistake and are frustrated. (For example: "Girls and boys, I have no idea why I keep spelling that word incorrectly. This frustrates me. Are there any ideas on how I can help myself break this cycle?" Start the discussion about how you handled the situation and how you could have handled the situation differently.) Students will begin to view you as a person who is just human and gain tremendous respect for you. This also creates a safe space for students to make your flaws transparent to them!

What strategies do you use to help students who struggle with executive functioning? Share in a comment below!

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7 strategies for students who struggle with executive functioning

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Executive functioning helps students get tasks done and work through their day. Here's how you can support students who struggle. This post is written by

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Executive functioning in the educational setting is often used synonymously with skills associated with focus and organization. While this can be true in some circumstances, executive functioning skills are defined as "the mental processes that enable us to plan, focus attention, remember instructions, and juggle multiple tasks successfully." ( Harvard University) In order to find success with these skills, it is important to have the tools to filter distractions, prioritize tasks, set and achieve goals, and regulate impulses. The complexity of executive functioning and the interconnectedness of the associated soft skills are essential for academic achievement.

As educators, we can integrate practices and strategies that support our students with their cognition around their executive functioning to build their own personal toolkits. The resources provided here are intended to be tailored and utilized as stepping stones to do just that.

Need a fun way to check in with your students each day? Incorporating a daily self check-in can take the guesswork out of how your students arrive to class and give an immediate sense of who may need more support (e.g., individual check-in, energy break) with regulation prior to academic instruction. These check-ins can also provide more information about trends you are seeing for all students in order to respond more proactively to the whole group.

Utilize the template provided to create your daily self check-ins. Older students also love

Resource #2: Shareable Classroom Management Plan

Concrete classroom routines and procedures can save students who struggle with executive functioning time and mental energy.

Having an explicit classroom management plan, with clear guidance for routines and procedures shared with students and families and then directly taught and practiced, allows students to understand what is expected of them rather than trying to figure it out for themselves. Post the most used procedures and routines around the room and refer to them often during necessary activities.

Organizational Note Catcher for Strategic Studying

Studying is a strategic process that can be supported and directly taught. By creating note-catchers that act as study guides, you can prioritize essential learning to be used to practice prior to an assessment.

Attached is a template organizational note catcher. Here are some tips on utilizing the template in your classroom:

Prior to a unit or lesson, provide students with key topics, vocabulary words, or essential questions generated on the left. Color coding the paper also supports organizational efforts and the location of key materials.

As instruction is provided, students write their answers in the notes column on the right.

Prior to an assessment, provide class time for students to practice studying with their note-catchers. Students can fold the paper in half individually or with a partner. They should work to provide all the information they can about the topic outlined on the left. From there, they can highlight the information on the right that they still need to learn for further review. Having students practice with a partner and individually using their note catcher can give them options at home, which is a great way to incorporate parent involvement!

Resource #4: Discrete Highlights for Key Takeaways

A misconception about executive functioning can be that it is hard for a student to focus. The actual concern, however, is the student is focusing on ALL of the information rather than utilizing cues such as tone, body language, and repetition to attune to the key takeaways of the lesson. By incorporating and teaching discrete highlights such as starring information, adding a sound prior to a key idea, or adding a takeaways slide, you can begin cueing students to focus on these concepts.

A helpful hint is pointing out the non-discrete cue you use when you get to these discrete highlights. Such as, "my voice slows down when I get to this slide because this information is important." Over time you may scaffold these highlights with practice lessons for students to begin identifying the non-discrete cues for themselves. Utilize the discrete highlights provided for your next lesson.

Resource #5: Post-It Note Agenda

For some students, it can be difficult to transition from one task to another without getting distracted. When this happens, students may get lost in where they are supposed to be and what they need to do. Utilizing 'post-it notes' with your daily agenda can support students in getting back on track with the lesson.

Highlight key activities throughout your lesson and create checklist agendas (resource template below). Creating them online allows you to copy and paste your lesson plan directly, saving time and energy. Just place a piece of tape on the back after printing and provide them for students who need extra support.

Resource #6: Executive Function Educator Checklist

Supporting executive functioning in the classroom does not have to be a huge lift for educators. Often small teacher choices can support many students who exhibit need. The EF checklist provides quick adjustments educators can make proactively or in the moment.

It is also helpful to involve the student when using these moves. Checking in with them can help them identify what works and does not work for them as they age, and this ultimately helps them build their confidence and ability to advocate for themselves.

Citations

Center on the Developing Child, Harvard University

Understood

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Executive functioning in the educational setting is often used synonymously with skills associated with focus and organization. While this can be true in some circumstances, executive functioning skills are defined as "the mental processes that enable us to plan, focus attention, remember instructions, and juggle multiple tasks successfully."

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Simple classroom strategies can assist students with deficits in executive function skills like time management and active listening.

©Shutterstock/T. L. Furrer

Executive function is an umbrella term in neuroscience to describe the neurological processes involving mental control and self-regulation. Executive functions control and regulate cognitive and social behaviors like controlling impulses, paying attention, remembering information, planning and organizing time and materials, and responding appropriately to social situations and stressful situations.

Experts believe executive function is regulated by the frontal lobe of the brain-the prefrontal cortex. Because humans are born with brains that are not fully developed, children are not born with these skills, but they have the potential to develop them.

Some students do not develop executive functions to the same degree as their peers. For these students with deficits, additional support in the classroom may improve their development of executive function.

Offering Teaching Support

Addressing a deficit requires understanding the type of deficiency the student faces. If a student lacks knowledge, he or she does not know what to do or how to do a task. For example, if students lack the ability to regulate their impulses to speak while others are talking, the behavior of active listening should be explicitly taught by identifying examples of active listening. Educators might also create a chart with what it looks and sounds like when students are engaging in active listening.

A student may know what to do to complete a task, but may have trouble knowing when and how to apply the appropriate skills. For a student with this type of deficit, the teacher may confirm that he or she has all the required materials to complete a task. The teacher could provide a checklist with the necessary materials. For older students, the teacher could ask the students to generate the list and then gather the appropriate materials.

Metacognition: Another strategy for addressing deficits in executive function is using metacognitive language. For example, with a younger student, articulating the challenge could be useful. "I see that you are missing a pencil. You will need a pencil to complete the assignment. Where could you find one in the classroom?"

Displaying the steps or questions that students could ask themselves in the classroom is also helpful to promote independence with a skill. Students can repeat directions to a partner and then have a volunteer repeat the direction for the whole class. This process takes less than a minute but allows additional time for auditory processing and repetition for any students who may need it.

Time management: Posting schedules can be a useful tool in developing time management skills. A classroom schedule outlines the entire day and prepares students for what's coming next. An activity schedule breaks down a block of time into smaller chunks and outlines how each period will be used and in what order activities will be presented. These schedules are commonly placed in spots where every student can refer to them during the day.

Long-term assignments can be particularly challenging for students with deficits in executive function. One way to address this issue is by directly teaching students how to map out larger projects and break them down into smaller, more manageable pieces. Use a calendar to determine when each smaller assignment will need to be finished, and place the smaller benchmark goals on the calendar.

Review before new learning begins: Provide opportunities for students to review previous learning. This review may be a quick oral presentation, or teachers can pair students and have them share what they remember from the previous day.

A review might also take the form of a mind map or concept map created in small groups. Concept maps are useful graphic organizers for note taking, comparing/contrasting, and writing. Graphic organizers can be particularly helpful for students with executive function deficits because organizing thoughts can be as difficult as organizing time and materials.

Teacher interaction: Teacher behavior is also influential in supporting students who may have deficits in executive function. Teachers should check in frequently with students who are known to have deficits and provide discrete support when needed. In addition, having a caring demeanor and using positive reinforcement with students with deficits can positively affect their school experience.

Offering Environmental Support

Post a daily schedule. Clear and consistent routines and procedures offer structure to students.

Provide visual supports such as posters with problem-solving steps or routines, and color-coded schedules and folders. Consider highlighting key words and ideas in texts.

Minimize clutter and create clearly defined areas in the classroom.

Environmental support means creating a space where children can thrive. Some easy ways to help students improve executive function include:

Potential for Growth

Executive function takes time to fully develop, and it develops at different rates in different children. The prefrontal cortex of the human brain is constantly growing and changing in young children as well as adolescents. Because of the human brain's plasticity and enormous capacity for learning, it is possible to improve the executive functions of students with deficits through classroom strategies and support.

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Helping Students Develop Executive Function Skills

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Simple classroom strategies can assist students with deficits in executive function skills like time management and active listening.

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Executive Skills Questionnaire for Adults

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Executive Skills Questionnaire for Adults

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Developing Executive Function With Priority Lists

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How to Optimize Working Memory in the Classroom

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Impulsivity

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Academic Survival Skills Checklist handout

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Self-Check Behavior Checklist Maker | Intervention Central

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Inhibiting Strategies

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Strategies to Support Cognitive Flexibility

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Organization Challenges- Gabby, 9th Grade

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In July 2020, educators representing a variety of content area disciplines from across the state of Arkansas collaborated to design an innovative curriculum to support the development of the personal competency skills that all Arkansas students need to be successful at school, at home, on the job, and in the community. The G.U.I.D.E. for Life Curriculum is written for Arkansas teachers by Arkansas teachers.

Each unit contains 8-10 lessons based on the principles of GROWTH (Manage Yourself), UNDERSTANDING (Know Yourself), INTERACTION (Build Relationships), DECISIONS (Make Responsible Choices), and EMPATHY (Be Aware of Others) for grade bands K-2, 3-5, 6-8, and 9-12.

The curriculum is versatile in that it can be taught in individual lessons, complete units, or as support to content already being taught in the classroom. The lessons include cross-curricular connections, pre- and post-assessments, as well as intervention and enrichment support. The units are "plug and play" in that all resources are linked right within the lesson plan document for easy access, along with suggestions for teacher self-care, emotional resilience, and educator reflection.

Teacher self-care and emotional resilience is critical in order to be your best both personally and professionally. The tips included for educator self-care, as well as the teacher reflection portion of each lesson, create space to think about personal mental and emotional health needs as well as best practices as an educator.

Thank you for all that you do to help Arkansas lead the nation in student-focused education!

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In July 2020, educators representing a variety of content area disciplines from across the state of Arkansas collaborated to design an innovative curriculum to support the development of the personal competency skills that all Arkansas students need to be successful at school, at home, on the job, and in the community.

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Center on the Developing Child at Harvard University

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Executive function and self-regulation (EF/SR) skills provide critical supports for learning and development, and while we aren't born with these skills, we are born with the potential to develop them through interactions and practice.

This 16-page guide (available for download, below), describes a variety of activities and games that represent age-appropriate ways for adults to support and strengthen various components of EF/SR in children.

Each chapter of this guide contains activities suitable for a different age group, from infants to teenagers. The guide may be read in its entirety (which includes the introduction and references) or in discrete sections geared to specific age groups.

Suggested citation: Center on the Developing Child at Harvard University (2014). Enhancing and Practicing Executive Function Skills with Children from Infancy to Adolescence. Retrieved from www.developingchild.harvard.edu.

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Enhancing and Practicing Executive Function Skills with Children from Infancy to Adolescence

An activities guide for building executive function

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Activities Guide: Enhancing & Practicing Executive Function Skills

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Download free guides of executive functioning activities to support and strengthen skills, available for children ages six months through adolescence.

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Here you will find all the resources you need to improve executive function and academic skills. Find tools to improve organization, time management, study skills, writing and more! Technology tips and tricks to improve executive function skills as well as games and activities.

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Visible Thinking is a flexible and systematic research-based conceptual framework, which aims to integrate the development of students' thinking with content learning across subject matters.

Visible Thinking began as an initiative to develop a research-based approach to teaching thinking dispositions. The approach emphasized three core practices: thinking routines, the documentation of student thinking, and reflective professional practice. It was originally developed at Lemshaga Akademi in Sweden as part of the Innovating with Intelligence project, and focused on developing students' thinking dispositions in such areas as truth-seeking, understanding, fairness, and imagination. It has since expanded its focus to include an emphasis on thinking through art and the role of cultural forces and has informed the development of other Project Zero Visible Thinking initiatives, including Artful Thinking, and Cultures of Thinking.

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Visible Thinking is a flexible and systematic research-based conceptual framework, which aims to integrate the development of students' thinking with content learning across subject matters. Visible Thinking began as an initiative to develop a research-based approach to teaching thinking dispositions. The approach emphasized three core practices: thinking routines, the documentation of student thinking, and reflective professional practice.

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Bolstering Skills in Middle/High School Student

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Bolstering Skills in Middle/High School Student

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Bolstering Executive Function in Middle and High School Students

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Zones of Regulation Padlet of Resources

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Students with executive function challenges often have trouble planning, managing time, and organizing. Accommodations can help them work around these challenges and thrive in the classroom.

Here are some common accommodations teachers can use to help students who struggle with executive skills.

Classroom planning, schedules, and routines

Post schedules, directions, class rules, and expectations; make sure the student sees them.

Have a daily routine that changes as little as possible.

Provide folders and a basket of supplies to keep the student's desk organized.

Giving instructions and assignments

Give step-by-step instructions and have the student repeat them.

Use attention-getting phrases like, "This is important to know because...."

Say directions, assignments, and schedules out loud.

Check in frequently to make sure the student understands the work.

Give simple and concrete written and spoken directions.

Grade based on work completed, not points off for work not completed.

Let the student use speech-to-text (dictation) technology for writing.

Introducing new concepts/lessons

Highlight key words and ideas on worksheets.

Give a short review or connection to a previous lesson before teaching.

Allow different ways to answer questions, like circling or saying them.

Provide a rubric that describes the elements of a successful assignment.

Share the test format ahead of time so the student can focus on content.

Give the student an outline of the lesson.

Give notice (when possible) about schedule changes.

Building organization and time management habits

Use organizers and mind-mapping software.

Help the student create a daily to-do list to track assignments.

Use an assignment notebook.

Provide an extra set of books for the student to keep at home.

Break down big projects into smaller pieces with more deadlines.

Provide colored strips to place under sentences or equations when reading.

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Classroom Accommodations for Executive Function Challenges

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Students with executive function challenges often have trouble planning, managing time, and organizing. Accommodations can help them work around these challenges and thrive in the classroom. Here are some common accommodations teachers can use to help students who struggle with executive skills.

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Strategies for Planning and Prioritizing

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Working Memory Strategies

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Children who struggle with executive functioning skills such as organization, planning, time management, and working memory perform much better when they have the assistance of a parent, teacher, or coach to help them apply these skills. This can be problematic when a child has five homework assignments due within two days and can't even figure out how to get started. Unfortunately, personal support is not always available to help children know how, when, and where effectively to use their executive functioning skills.

Fortunately there are a variety of powerful apps and technologies for improving executive functioning in children who may have weak executive functioning skills. While these apps will not transform children who walk around with a messy backpack filled with decaying, month-old lunches into highly organized and efficient people, they provide some support and scaffolding that can enhance children's overall executive functioning. The key is for parents and educators to identify areas of executive weakness and then to find apps that practice and support those skills. The following are five of our favorites for supporting planning, working memory, organization, and time management.

Planning - 30/30

30/30 is an app designed to help users prioritize and track the amount of time they spend on individual tasks or smaller parts of a larger undertaking. The app relies on the idea that individuals are more productive when taking short breaks in between work. Users can program a series of tasks into 30/30, timing how long they spend dedicating effort and moving on to a new task when the app indicates time has expired. Find out more in our . 30/30 app review

Working Memory App - Quizlet

Whether it's for memorizing literary terms or historical figures, flashcards are one of the most helpful learning tools. Quizlet is an app and a website that allows children to create their own digital flashcards so they can learn their terms and definitions. They app is great for studying on the go, while the online version is better for inputting the information. The app even offers mini-games to make the process more engaging. Flashcards can be organized by class and subject, making Quizlet one of the best apps for working memory. See our Quizlet review for all the information.

Organization App - YouNote!

YouNote! is a unique and creative take on traditional note-taking apps. This app allows users to take notes using a variety of different methods, ensuring that learners of all different types can stay organized. Users who benefit from learning visually can take advantage of YouNote!'s ability to take notes using hand-drawn images. For those who learn better from auditory cues, this app also allows users to take voice-recorded notes. Notes can be tagged and sorted for easy access later. This app can be extremely helpful for keeping track of important information from school, home, or the workplace. Discover more in our YouNote! . review

Organization App - Google Calendar

Google Calendar is software available from nearly any computer or mobile device that allows a single user or group of users to create and maintain a digital calendar of events. Keeping track of upcoming assignments, obligations, or important appointments through Google Calendar can help users keep a hectic and busy life organized. The program can be synced across multiple devices or shared with a group to ensure that everyone in the family, class, or workplace can stay organized and on the same page. Find out more in our Google Calendar review .

Time Management App - InClass

For a more academic approach to time management, consider downloading InClass . This scheduling app is geared towards middle-school, high-school, and college-aged students and lets users add class times, professors, homework, and due dates to their calendar. It is also a handy study tool, as it lets users attach recorded content, files, and notes to each reminder, For older kids starting to manage large school work loads, InClass offers an excellent way to help them stay on top of assignments. Check out our for all the details. InClass review

Randy Kulman, Ph.D. is the Founder and President of LearningWorks for Kids http://learningworksforkids.com/ , an educational technology company that specializes in using video games to teach executive-functioning and academic skills. For the past 25 years, Dr. Kulman has also been the Clinical Director and President of South County Child and Family Consultants, a multidisciplinary group of private practitioners that specializes in assessment and interventions for children with learning disorders and attention difficulties.

Additionally, Dr. Kulman is the author of numerous essays on the use of digital technologies for improving executive-functioning skills in children. His current research projects include the development of a parent and teacher scale for assessing executive-functioning skills in children and a large survey study examining how children with ADHD and Autism use popular video games and apps. He is an advisor and occasional writer for Commonsensemedia.org,and also writes columns for Inside ADHD and the . He is the author of two books; South County Independent and Train Your Brain for Success: A Teenager's Guide to Executive Functions Playing Smarter in a Digital World. Dr. Kulman can be contacted at randy@learningworksforkids.com.

In addition to these and other apps, our coaches have dozens of tools and strategies to help support students to improve Executive Function skills.

Click below to learn more!

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5 Must-Have Apps for Improving Executive Functioning in Children

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Children who struggle with executive functioning skills such as organization, planning, time management, and working memory perform much better when they have the assistance of a parent, teacher, or coach to help them apply these skills. This can be problematic when a child has five homework assignments due within two days and can't even figure out how to get started.

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Prioritizing: A Critical Executive Function

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Lessons that teach students how to prioritize and persevere help develop executive function skills related to achieving long-term goals.

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How to Optimize Working Memory in the Classroom

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Developing Executive Function With Priority Lists